Presentation on theme: "Developing in the Career Support Role 30 th March 2011."— Presentation transcript:
Developing in the Career Support Role 30 th March 2011
Deanery Careers: areas of activity 2010/2011 Education Support and Guidance Promoting Wales Workforce National Links Careers strategy
Education Training the trainers – workshops, e learning (130 Educational Supervisors F2F) School Career Leads and FPD (21) Foundation workshops (279 F1/344 F2) GP Trainees (15) Preparing for consultant selection (91) MedWales (200 6 th formers) Medical student lectures Mentoring (50)
Careers Education Events
F2 destinations F2 respondents 173 (70%) appointed to specialty 128 of these (75%) in Wales and 43 (25%) to England 96% got first choice specialty 20 going overseas (Not as many as we think) 29 taking career break 13 leaving the profession, not known where they go
Consultant Selection – learning gaps CV quality (too long, too many lists, poor clinical/non-clinical balance) Lack of awareness of what consultants actually do Wales-only view Poor grasp of bigger picture (policy, key players, changes) Have trained in the good times, will need to lead through the tough times Need better preparation for transition
Caseload 2009 – referrals Top 3 sources: Self, Performance, Ed. Supervisor Top 3 reasons Progress, change, leaving 2010 – referrals Top 3 sources: Self, Performance, Ed. Supervisor Top 3 reasons Progress, change, leaving
Resignations A knee jerk response to external factors or carefully considered decision Poor awareness of other options – OOPC, LTFT, carers leave Need for career change or social support? ! Let us know if you or anyone you know is considering resignation
Returners to medicine Supporting Doctors Out of medicine for 5 – 10 years Many find a way after meeting us Started supernumerary posts Building case for a funded scheme Let us know if you know of anyone considering returning to Medicine
Brand Wales A Big Issue Common misconceptions about Wales More joined up promotion of Careers in Wales i.e. BMA Well keep a Welcome campaign/Facebook New Brand image – The Smart Choice BUT Experience of training is a key factor in recruitment/retention
How the new look was intended to look…
We werent too far off!
New Resources New look for DVD and on-line videos: now clips for WCAT, EM and SAS New brand feeding into printed resources and ST: Campaign page Specialty Leaflets F1 & F2 E-Learning modules Interactive Career Map
Events last year Foundation Jobs Fair BMJ London and West Midlands (October 2010/11) Medsin Conference November 2010 (Swansea) Local events (Morriston, Princess of Wales) MedWales 2010 and 2011 and…
Medical Careers Information Day Much larger event in 2010 with 36 stands. Highest attendance from sixth formers Students from as far as Dundee! Information giving day for students and to encourage early planning So where are the F1s and F2s?
Statistics Who came? When did they decide to come? Why?
For your diaries… Our Medical Careers Information Day Consultants and trainees across all specialties All Nations Centre, Cardiff Saturday 15 October am – 3.30 pm Students, Junior doctors, Trainees Please promote – posters/guides Help resource stand and workshop speakers
National Careers Activity NEAF: Associate Deans with lead for careers MCAN: Represented on Committee of ACGAS UG Medical Careers Advisers An emerging professional group: PG Certificate/Diploma in Managing Medical Careers Presence at ASME, AoME, UKFPO events (workshops, posters, presentations)
3544 LTFT trainees -Nov 2010
LTFT by Deanery
LTFT Conference/Research LTFT Conference on the 1 st March, well attended by Trainees and positively received Presentations from BMA, Trainee Rep and LTFT Advisor Research project – mapping destination of LTFTs over the past ten years. Data collection, focus groups and an online survey Results of online survey – 95% of trainees remained in Wales after completing training
UK Round-up Collins Report GMC surveys UKFPO update
Collins - careers-related issue (1) All of the appropriate organisations must work together to define good practice for the provision of careers information and advice. Such information must be easily accessible, simple to understand and contain transparent data on each specialty, including competition ratios and a potential applicants likelihood of success
Collins - careers-related issue (2) Deaneries/Foundation Schools should make a greater effort to meet one of the important purposes of the Programme – to ensure that trainees experience many different specialties – by maximising and simplifying access to Tasters and by implementing organised swap shops for trainees to exchange rotations by Foundation Schools should disclose through their local Deanery website the degree of flexibility allowed by their programme in a standardised format.
GMC Trainee Survey 2010 Career management skills and planning: 55% foundation trainees said they had been able to develop their career management skills and career plans and that the opportunity was useful Information to assist career planning: 40% (48% F2 and 34% F1) knew where to look to get sufficient information 25% said they had received information but that there was not enough high quality information in place
UKFPO Annual Report Relatively low numbers undertaking GP placements in F1 or F2 in some foundation schools (range 30-95%) compared to the 50% requirement for GPs in specialty There are also issues around opportunities to experience hard-to- recruit specialties in foundation
Tasters for Foundation doctors Standardised guidance for effective tasters on the UKFPO website and also in the Foundation Programme Reference Guide. Rough Guide to the Foundation Programme (2010 edition) contained comprehensive guidance on tasters. Do you provide tasters in your specialty / location?
UK Careers Issues Work ongoing to agree presentation of 2011 competition ratios UK MCWG future ? UKFPO Careers workstream to March 2011 NEAF and MCAN meetings ongoing MSC developing information for school leavers contemplating a medical career Future setting of deaneries in England?
Workforce – many sources NLIAH report – overview and speciality reports CFWI report – reducing numbers in some specialities Collins report on Foundation programme – Autumn 2010 BMA Cohort Study – 4 th report UKFPO warns of shortfall of F1 posts for 2011 – September 2010 Junior doctors desert the NHS – Times, Sept 2010
Vacancies leading to CCT
Activity 1 Delivering a Career Planning Workshop
Plan 20 minutes delivery: Group 1 Slides 1 – 14 (first 3 objectives) Group 2 Slides 15 – 16 (objective 4) Group 3 Slides 17 – 25 (objective 5) 60 minutes total Learners must engage and participate, ask questions 15 minutes feedback
Career Theory - Update
Theories of career decision making Person-Environment Fit Theories e.g. work of Holland Developmental Career Theory e.g. Super Psychodynamic Theories Structural Theories e.g. Roberts Laws Community Interaction Theory Narrative approach to careers e.g. Cochran
Counselling theories Person Centered Approaches (Derived from the work of Carl Rogers) –congruence, unconditional positive regard and empathic understanding Person-centered career counselling is a relationship between a counsellor and a client, arising from the clients concerns, which creates a psychological climate in which the client can evolve a personal identity, decide the vocational goal that is fulfilment of that identity, determine a planned route to that goal, and implement that plan. The person-centered career counselor relates with genuineness, unconditional positive regard and empathy; the locus of control for decisions remains with the client out of the counselors trust in the self-actualizing tendency of the individual. The focus in person-centered career counselling is that of attitudes and beliefs that foster the natural actualizing process rather than on techniques and goals. (Bozarth J.D and Fisher, Rl (1990). Person-centered career counseling. In W.B. Walsh and S.H. Ospiow (Eds). Handbook of Vocational Psychology. Mahway, NJ: Erlbaum
Emerging Career Theories Narrative Theories emphasise the process of re- interpreting the past in order to develop and maintain a coherent story, rather than just the existence of memory of a consistent past emphasises emplotment - the process of viewing the self as the main character in a meaningful and productive narrative
Emerging Careers Theories Career Learning and Storyboarding SeSiFU – sensing, sifting, focusing and understanding storyboarding aimed at enabling clients to find out Whats going on? and to work out What can I do about it?. It focuses on reflecting on a turning point in a persons life and gives clients the opportunity to explore their own capacity for flexibility
Emerging Career Theories Happenstance (chance) Counsellors need to teach clients to engage in exploratory activities to increase the probability that the clients will discover unexpected career opportunities. Unplanned events can become opportunities for learning. The ultimate goal of career counselling is creating satisfying lives, not just making a decision Practitioners should get clients to engage in exploratory action Open-mindedness should be celebrated, not discouraged Benefits should be maximised from unplanned events
Emerging Career Theories Systems theory framework (STF) social contextual systems – the principal social influences within which individuals interact and/or receive input from e.g. family, community, media, education etc. environmental/contextual systems – things like geographical location, political decisions, historical trends, labour market etc. Chaos theory draws attention to the complexity, changeability and connectedness of the components of career development – complexity, change, chance Cultural capital increased focus in widening participation into medicine and medical school
Skills session 1:1 Discussion exercise Review of Core skills Case studies
1:1 Discussion Exercise Working in pairs Topic -Where you grew up 3 minutes to ask questions and take notes Swap 3 minutes to talk about where you grew up Swap
Core skills Ali and Graham (1996) provide a clear account of the essential skills that are used in career counselling (and in fact, in any counselling relationship). According to this model, certain skills are more basic than others – although all levels of skills are essential for an effective counselling relationship.
The Skills Pyramid Interpretative Skills Understanding Skills More Influence Strengthen Empathy Active Listening Skills Ali, L. and Graham, B. (1996) The counselling approach to career guidance. London: Routledge, an imprint of Taylor and Francis Books Limited
More about the Skills Pyramid Interpretative skills – challenging, immediacy, self-disclosure and providing information Understanding skills – restating, paraphrasing, summarising and asking open questions Active listening skills - this term means listening to: the content of what is being said, how it is said, the possible meaning behind the words, the feelings expressed and the nature of any silences. It is used through the whole session
Four stage model ClarifyingExploring Action PlanningEvaluating Ali, L. and Graham, B. (1996) The counselling approach to career guidance. London: Routledge, an imprint of Taylor and Francis Books Limited
Clarifying Tasks Setting the scene Developing empathy Hearing the clients story Making an initial assessment Skills Developing and conveying empathy Active listening Paraphrasing Summarising
Exploring Tasks Building the contract Exploring the issues within the contract Encouraging the client to explore other options Re-examining the contract Skills Active listening Skilful questioning Paraphrasing Summarising
Evaluating Tasks Challenging inconsistencies Enabling the client to weigh up the pros and cons for each option Prioritising options with the client Re-examining the contract Skills Active listening Questioning Challenging Providing information Self-disclosure Being specific
Action planning Tasks Helping the client identify what needs to be done Encouraging the client to formulate an appropriate plan of action Introducing the concept of referral if necessary Reviewing the contract Ending the interview Skills Developing and conveying empathy Active listening Paraphrasing Summarising
Case studies In groups of 4 Read case study allocated Using 4 stage model how would you approach working with this trainee?
Summary and next steps
Help for the Helpers Supporting Doctors with their Careers and Being an Effective Mentor 2 hour sessions for Educators 2 CPD points from RCP Opportunity for interaction, reflection, discussion We can run – or so can you! Also on-line module based on London Deanery materials, on PLATO (which you previewed) Aligns with PMETB domains for Educational Supervisors
And finally… Our resourcing is changing a little Wider range of workshops Caseload increasing More Wales PR and promotion Admin and financial resources stretched So…
We really do need your help with… Specialty information for leaflets Delivering F1 workshops Medical Careers fair on 15 th October 2011 and BMJ (Foundation, specialties) Promoting, organising and co-delivering training for Educational Supervisors
The role of the career lead… …say no to Sat-Nav!